王延斌的部落格

《當代中文課程作業本 4》



華語教學最權威─國立臺灣師範大學國語教學中心編寫開發

最符合當代華語學習趨勢的教學用書

讓中文課程走出新的未來、新的視野

系列規劃

全系列教材共六冊，為全方位訓練學生華語能力的教材。前三冊以口語訓練為主，後三冊開始進入書面語訓練。

第一冊著重在實際日常生活對話運用，第二冊開始輔以短文閱讀，第三冊則從長篇對話進入書面語及篇章的訓練，第四冊以篇章方式對書面語做更進一步的加強訓練，培養學生具備閱讀真實語料的語言實力。第五、六冊則涵蓋社會、科技、經濟、政治、文化、環境等多元議題探討，擴展學生對不同領域的語言運用。

各冊教材分別包含課本、作業本、教師手冊及漢字練習簿（第一、二冊）。

程度規劃

本系列教材適合來台學習華語學生，並適用於海外高中或大學學習華語的學生。一～六冊的程度規劃相當於 CEFR 的 A1-C1 等級或 ACTFL 的 Novice-Superior 等級。

特色

?符合現代教學潮流，結合溝通式教學和任務導向學習，培養學生使用華語的能力。

?每課開始的學習目標和課末的學習自評表，幫助學習者了解自己是否達成學習目標。

?課文緊貼日常生活真實情況，使學生在自然的語境下學習華語。

?採用新思維漢語教學詞類架構及語法說明，有效防堵學習者偏誤產生。

?語法說明包括語法功能、結構、語用、練習四個部分，輔助學習者正確地使用語言。

?課室活動提供明確的學習目標、活動或任務，透過有趣的活動練習鞏固學習。

?「文化」單元輔以真實的照片，使學習者能深入瞭解臺灣當地社會文化。

?提供線上輔助工具，協助教師課堂教學輔助及學習者之課後練習。

Introduction

This six-volume series is a comprehensive learning material that focuses on spoken language in the first three volumes and written language in the latter three volumes. Volume One aims to strengthen daily conversation and applications; Volume Two contains short essays as supplementary readings; Volume Three introduces beginning-level written language and discourse, in addition to extended dialogues. Volume Four uses discourse to solidify the learner's written language and ability in reading authentic materials; Volumes Five and Six are arranged in topics such as society, technology, economics, politics, culture, and environment to help the learner expand their language utilisations in different domains.

Each volume includes a textbook, a student workbook, and a teacher's manual.In addition, Volume One and Two include a practice book for characters.

Level of Students

A Course in Contemporary Chinese 《當代中文課程》 is suitable for learners of Chinese in Taiwan, as well as for high school or college level Chinese language courses overseas. Volumes One to Six cover levels A1 to C1 in the CEFR, or Novice to Superior levels in ACTFL Guidelines

Overview

?The series adopts communicative language teaching and task-based learning to boost the learner's Chinese ability.

?Each lesson has learning objectives and self-evaluation to give the learner a clear record of tasks completed.

?Lessons are authentic daily situations to help the learner learn in natural contexts.

?Lexical items and syntactic structures are presented and explained in functional, not structural, perspectives.

?Syntactic, i.e. grammatical, explanation includes functions, structures, pragmatics, and drills to guide the learner to proper usage.

?Classroom activities have specific learning objectives, activities, or tasks to help fortify learning while having fun.

?The "Bits of Chinese Culture" section of the lesson has authentic photographs to give the learner a deeper look at local Taiwanese culture.

?Online access provides supplementary materials for teachers & students.

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  作者介紹

  
  
  
  
  
  
  國立臺灣師範大學國語教學中心
  
  國立臺灣師範大學國語教學中心成立於 1956 年，隸屬於國立臺灣師範大學，是臺灣歷史最悠久、規模最完備、教學最有成效的華語文教學機構。學員來自全世界各地，許多漢學界知名學者及政經界名人都曾在此就讀，在國際間享譽盛名。
  
  The Mandarin Training Center (MTC) at NTNU
  
  The Mandarin Training Center (MTC) is founded in 1956. The MTC, a subsidiary of National Taiwan Normal University (NTNU), is the largest and oldest institution dedicated to teaching Chinese as a second language in Taiwan. The center has well-equipped facilities and is internationally renowned for its high teaching quality. MTC's students come from all over the world, and many renowned sinology scholars and important figures in the politics and financial are its alumni.
  
  

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  第一課十七歲還是二十五歲？
  
  第二課眼睛、耳朵的饗宴
  
  第三課雲端科技
  
  第四課床該擺哪裡？
  
  第五課有夢最美
  
  第六課天搖地動
  
  第七課大學生的事
  
  第八課他們的選擇
  
  第九課再談台灣故事
  
  第十課應徵
  
  第十一課文化、種族的大熔爐
  
  第十二課期待美好的未來
  
  附錄一臺灣縣市地名地圖
  
  附錄二中國省分地圖
  
  附錄三兩岸地區常用詞彙對照表
  
  

國立臺灣師範大學國語教學中心主任陳浩然

2015 年 6 月

Foreword

The Mandarin Training Center (MTC) at National Taiwan Normal University (NTNU) was established in 1956, and is the oldest, most comprehensive, and most pedagogically effective educational institute of its kind in Taiwan. Every year over 3,000 international students are trained at MTC, and to the present day over 50,000 students representing more than 120 countries have walked through its doors, solidifying international renown.

MTC started producing teaching material in 1967, and has since completed over 50 textbooks, making it a frontrunner in the field of teaching Chinese as a second language. As the core books have been in circulation for 15 years already, many students and teachers agree that updates are in order, and that new materials should be made to meet the modern demand. Changes in the social landscape, improved teaching methods, and innovations in educational media are what prompted the production of MTC's six-volume series, A Course in Contemporary Chinese. The project responds to Chinese teaching needs both at home and abroad, and bolsters Taiwan's brand of teaching material for Chinese as a second language.

With the goal of integrating theory and practice, and carrying forward the spirit of teaching Chinese as a second language, MTC petitioned one of the field's most esteemed professors, Shou-Hsin Teng, to serve as chief editor. A Course in Contemporary Chinese has been compiled and edited under his leadership, together with the help of 18 seasoned Chinese teachers and the following four executive editors: Associate Research Fellow Liping Chang, Tai-chi Chang, and Ru-pei Cai and Wen-wen Chang of the MTC teaching material development division.

MTC is presenting this brand new core material after half a century's worth of educational experience, and we have taken extra care to ensure it is of uncompromised quality. We were delighted to have American professors Claudia Ross, Jianhua Bai , and Yea-fen Chen act as consultants, Professor Teh-Ming Yeh from Taiwan, Professor Tao-chung Yao from the U.S., and Professor Xun Liu from China on the review committee, and professors Ying Cherry Li and Yung-O Biq of NTNU's English department help with the respective translation of vocabulary and grammar points. The material was first trialed at MTC and other language centers around Taiwan for a year. The current version underwent numerous drafts, and materialized under the careful guidance of the consultants, a sedulous reading from the review committee, and feedback from teachers and students. As for the editorial process, we owe the greatest thanks to the indefatigable editorial team, the professors and their invaluable input, and the teachers and students who were willing to trial the book.

An additional and special thanks is due to Linking Publishin